September 1914 


Number 121 


THE UNIVERSITY OF 
NORTH CAROLINA 
RECORD 



Extension Series No. 9 


Syllabus of Home-County 
Club Studies 


PUBLISHED BY THE UNIVERSITY 
Entered as Second-Class Matter at the Postoffice at 
CHAPEU HIUU, N. C. 



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B. THE SCHOOL OF APPLIED SCIENCE. 

(1) Chemical Engineering. 

(2) Electrical Engineering. 

(3) Civil and Road Engineering. 

(4) Soil Investigation. 


(4) 

(5) 

( 6 ) 
(7) 


Debate and Declamation. 

County Economic and Social Surveys. 
Municipal and Legislative Reference. 
Teachers’ Bureau, Preparatory Schools 
and College Entrance Requirements. 


WRITE TO THE UNIVERSITY WHEN YOU 
NEED HELP 


*£ For information regarding the University, address 

| THOMAS J. WILSON, Jr., Registrar. 

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The University of North Carolina % 

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Maximum Service to the People of the State * 

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A. THE COLLEGE OF LIBERAL ARTS. J 


c. 

THE GRADUATE SCHOOL. 

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D. 

THE SCHOOL OF LAW. 

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E. 

THE SCHOOL OF MEDICINE. 

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F. 

THE SCHOOL OF PHARMACY. 

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G. 

THE SCHOOL OF EDUCATION. 

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H. 

THE SUMMER SCHOOL. 

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I. 

THE BUREAU OF EXTENSION. 

♦J* 


(1) General Information. 

❖ 


(2) Instruction by Lectures. 

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*♦* 


(3) Correspondence Courses. 

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*>♦>♦>*> 


THE UNIVERSITY OF 
NORTH CAROLINA 
RECORD 



Faculty Committee on Extension 


Louis R. Wilson N. W. Walker M. H. Stacy C. L. Raper 
H. W. Chase M. C. S. Noble Collier Cobb 
E. C. Branson L. A. Williams 
Z. V. Judd E. R., Rankin 


The Seeman Printeiiy 
Durham, N. C. 
1914 


4-E 

4- 1 ct 

The Bureau of Extension of the University 
of North Carolina 


The University of North Carolina through its Bureau of Extension 
offers to the people of the State: 

I. General Information: 

Concerning books, readings, essays, study outlines, and subjects 
of general interest. Literature will be loaned from the Li- 
brary upon the payment of transportation charges each 
way. 

II. Instruction by Lectures: 

Lectures of a popular or technical nature and addresses for com- 
mencement or other special occasions will be furnished any 
community which will pay the traveling expenses of the 
lecturer. 

III. Correspondence Courses: 

For teachers in Arithmetic, Economics, Education, English, Ger- 
man, Latin, North Carolina History, Rural Economics, 
Rural Education, Solid Geometry, and United States His- 
tory. 

IV. Guidance in Debate and Declamation: 

Through the High School Debating Union, special bulletins and 
handbooks, and material loaned from the Library. 

V. County Economic and Social Surveys: 

For use by counties in their effort to improve their economic 
and social condition. 

VI. Municipal and Legislative Reference Aids : 

For use in studying and drafting municipal and State legisla- 
tion. 

VII. A Teachers’ Bureau : 

To be used as an aid to communities and schools in securing 
efficient teachers and:, as a clearing house for information 
concerning secondary schools and college entrance require- 
ments. 

For full information, address 

The Bureau of Extension, 

Chapel Hill, N. C. 


FOREWORD. 


Nine-tenths of the power of seeing a thing as it is, turns out to 
be one’s power of seeing it as it is going to be . — Gerald Stan- 
ley Eee. 

1. The County Clubs at The University of North Carolina are 
volunteer organizations devoted to the study of home-county and 
mother-state conditions and problems — economic, social and civic. 

The Club members believe that a proper study for North Carolinians 
is North Carolina. They are bent upon intimate, thoughtful acquaint- 
ance with the forces, agencies, tendencies, drifts and movements that 
have made the history we study today, and that are making the history 
our children will study tomorrow. 

2. Each county is compared with itself during the last census period, 
in order to learn in what essential particulars it is moving forward, 
marking time, or lagging to the rearward. 

But also, it is compared with other counties of the State in every 
phase of the study, in order to show its rank and standing; or so, as 
far as possible. 

Meanwhile the State as a whole is being set against the big back- 
ground of world endeavor and achievement. Citizenship needs to be 
broadly thoughtful, competent, and patriotic everywhere ; and also it 
needs to escape being narrowly parochial and provincial anywhere. 

3. The federation of County Clubs is The North Carolina Club, 
which devotes one hour each week to defining, discussing and in- 
terpreting the results of the various individual Club studies. 

4. The headquarters of The North Carolina Club are the seminar 
room of the Department of Rural Economics and Sociology in the 
Peabody Building. It is open all day every day, except upon Tuesday, 
Friday and Saturday afternoons. Here is a clearing-house, a ready 
reference library, of exact information about North Carolina, in mat- 
ters economic and social. 

5. This economic and social reference library at the University will 
be brought into efficiency as rapidly as possible. 

A purpose of The North Carolina Club is to campaign the organiza- 
tion of similar Home-Study Clubs in every county and community of 
the State. The central reference library in the headquarters of the 
Club at the University is a source of such economic and social infor- 
mation as may not be readily at hand to extra-campus clubs. 

Inquiries by letter will receive prompt attention. If the information 
wanted about the county or the State has not already been assembled. 


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Syllabus of Home-County Club Studies 


the utmost endeavor will be at once made to secure it from the various 
scattered sources of such data. 

The Home-Study Clubs are an effort toward direct and single-mind- 
ed preparation for intelligent, effective service to the mother-state. 

The North Carolina that was, challenges the pride of her sons and 
daughters; the North Carolina that is, calls for familiar, loving ac- 
quaintance; the North Carolina that is to be, depends upon the compe- 
tent citizenship of her children. 

COUNTRY-LIFE PROBLEMS A MAIN MATTER 

The County Club studies, herein outlined, largely concern our rural 
problems and their solution; and properly so because country civiliza- 
tion bulks big in North Carolina. 

1. Our country dwellers outnumber our townspeople more than 
six to one. Nearly five-sixths of the school children of the State are 
country children. Nearly four-fifths of all the church members in 
North Carolina are in the countryside. The white voters in our 
country precincts outnumber our white voters in the towns and cities 
nearly six to one. 

Barely more than five hundred thousand people in North Carolina 
in 1910 lived in cities and towns, or incorporated places of any size 
whatsoever. But nearly one million seven hundred thousand of our 
people lived in the open country. 

If democracy concerns the greatest good of the greatest number, 
country life in North Carolina deserves to occupy the foremost place 
in the activities of both the chui*ch and the State. 

2. But also, agriculture is the biggest business in North Carolina — 
biggest in the total capital employed, in the wealth annually created, 
and in the number of people engaged in it. 

The capital invested in agriculture in the census year was nearly 
two and a half times the amount invested in manufacture of all 
kinds. The farm wealth created, in crops and animal products, was 
nearly twice the wealth created by our mills and factories in the pro- 
cesses of manufacture. While the people engaged In farming out- 
numbered all other bread-winners and wage-earners nearly exactly 
two to one. 

Education or legislation that neglects or overlooks the countryside 
problem in North Carolina sins against the majority of her people, the 
bulk of her business capital and the chief sources of her well being and 
welfare. 

3. Our civilization rests at bottom on the wholesomeness, the at- 
tractiveness, and the completeness, as well as the prosperity, of life in 
the country, says The Country Life Commission. Upon the develop- 
ment of country life rests ultimately our ability, by methods of farm- 


University of North Carolina 


5 


ing requiring the highest intelligence, to continue to feed and clothe 
the hungry nations; to supply the city with fresh blood, clean bodies, 
and clear brains that can endure the terrific strain of modern life. We 
need the development of men in the open country, who will be in the 
future, as in the past, the stay and strength of the nation in time of 
war, and its guiding and controlling spirit in the time of peace. 

SOURCES OF INFORMATION 

Facts without opinions are useless; opinions without facts are 
impertinent or mischievous or worse. To he steeped in a ruck of 
mere opinions is a sad and sorry state of existence . — The Home 
and Farmstead. 

In general : direct personal inquiry, special field investigations ; the 
newspapers and newspaper files ; old account books, letters, bills and 
receipts; the records of the courthouse offices, the presentments of the 
grand juries; the maps, bulletins and reports of the various State 
departments, commissions, and institutions; the publications of the 
Federal bureaus and offices — the county soil surveys, the topographical, 
geological, and postal route maps, the census reports; public and pri- 
vate libraries ; minutes of the various church bodies ; programs and 
publications of the educational, agricultural, industrial and financial 
organizations of the State; the Club library upon economics and 
sociology, and the Club files of accumulating data about North Caro- 
lina. 

Bibliographies of definite source materials at the University are at 
hand for ready use here in every section of the Home-County studies. 

They are also at the service of extra-campus Home-Study Clubs. 
Specific information about economic and social conditions and prob- 
lems in North Carolina can be promptly secured by letter; or will be 
assembled and transmitted to the enquirer at the earliest possible 
moment. 


HOW TO USE THE SYLLABUS 

Intimate, familiar acquaintance with one's Mother-State is a 
direct appeal to intelligent civic conscience and concern. We will 
serve our State better when we know her better . — The Home 
and Farmstead. 

1. Ask for definite instructions about source materials. 

2. Note briefly and accurately the bare facts called for. 

3. State definitely the sources of information : direct personal in- 
vestigation; correspondence — with whom, date; title and page of 
pamphlets, bulletins, reports, or volumes used, etc. 


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Syllabus of Home-County Club Studies 


4. When the county studies have been finished, translate the results 
into a simple running narrative (1) for publication by sections in the 
newspapers of the home county, and (2) for publication in bulletin 
form, as a brief text-book for study in the county high schools, for 
use in the teachers’ institutes, for thoughtful reading in the farm 
homes, for discussion by the ministerial association and for the con- 
sideration of the merchants and bankers of the county. 

5. Every section of the study ought to be marked by a consideration 
of conditions, causes and consequences, along with a constructive pro- 
gram aimed at the checking of untoward drifts and tendencies, or the 
hastening of advantageous forward movements. 

6. In particular, the burden of study is : My Home-County — 
Where it Leads, Where it Lags and the Way Out. 

E. C. Branson. 


CONTENTS 


PAGE 

Foreword 3 

Country-Life Problems a Main Matter 4 

Sources of Information 5 

Use of Syllabus 5 

I. Historical Background 8 

II. Natural Resources 8 

III. Population Studies 9 

IV. Country Populations 10 

V. Wealth Studies 12 

VI. Domestic Animals 13 

VII. Live Stock Products 14 

VIII. Production of Crop Wealth 16 

IX. Organization and Co-operation 18 

X. Rural Credits 19 

XI. Markets 23 

XII. Improved Public Highways. Railway Facilities 27 

XIII. School Studies 29 

XIV. Public Health and Sanitation 34 

XV. Church and Sunday School Studies 38 

XVI. The Farm Home 41 


Syllabus of Home-County Club Studies 


X. HISTORICAL BACKGROUND 

The true test of civilization is not in the census , nor the size 
of cities, nor the crops — No — hut the kind of men the country 
turns out . — Emerson. 

1. Brief historical sketch of the county. 

2. Racial strains and influences. 

3. Noteworthy (1) localities, (2) memorials, (3) achievements, 
(4) events, (5) personages. 

4. Subjects for theses or discussions: The Scotch-Irish in North 
Carolina History. The German-Lutherans in North Carolina. The 
Moravians in North Carolina. . The Friends and their Influences. 
Cotton Culture in North Carolina: Beginning, Development and 
Importance. The Development of Cotton Manufacture in North 
Carolina; Tobacco Manufacture; Furniture Manufacture. 

5. Sources of Information (indicated in definite foot notes, as used 
in the course of these studies). 


II. NATURAL RESOURCES 

The prosperity of a country depends not on the abundance of 
its resources nor on the strength of its fortifications nor on the 
beauty of its public buildings. 

It consists in the number of its cultivated citizens, its men of 
education, enlightenment, and character. 

Here is to be found its true interest, its chief strength, its 
real power. — Martin Luther. 

1. Location and area, topography and climate, health conditions. 

2. Natural sources of wealth in the county: 

(1) Fisheries — population engaged; capital invested; annual 
output ; conditions and problems ; needed legislation. 

(2) Mineral deposits — kinds and localities; active mining in- 
dustries ; population engaged ; capital employed ; annual 
output; undeveloped resources. 

(3) Forest area — extent, character and value; annual timber 
cut; wood-working industries; population engaged; total 
capital employed, annual output ; forestry problems ; needed 
legislation. 


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(4) Water powers — available, used, how used; mills and fac- 
tories, number and kinds, total population engaged, total 
capital employed, annual output. 

(5) Soils and seasons — soil areas and characteristics; crop 
adaptations, farm activities and opportunities ; population 
engaged; capital employed; typical farm system of the 
county, defects or advantages; total annual farm wealth 
produced by crops and animal products; per capita wealth 
of country populations, comparisons ; sources of annual 
farm wealth, in order of importance. 

3. Subjects for theses or discussions: North Carolina — the Land of 
Opportunity. Our Unprotected, Undeveloped Fisheries. The For- 
estry Problems of North Carolina. Our Water Powers and Their 
Development. The Control and Regulation of Water Powers. 
Our Undeveloped Farm Areas. The Production and the Retention 
of Farm Wealth. Our Economic Surplus; its Bulk and Signifi- 
cance. The Economic Classes of North Carolina. 

4. Sources of information (indicated as in other sections of these 
studies). 


III. POPULATION STUDIES 

I am saddened when I see our successes as a nation measured 
by the number of acres under tillage or the bushels of wheat 
exported; for the real value of a country must be weighed in 
scales more delicate than the Balance of Trade. 

The garners of Sicily are empty now, but the bees from all 
climes still fetch honey from the tiny garden plot of Theocritus. 
On a map of the world you may cover Judea with your thumb, 
Athens with a finger tip, and neither of them figures in the 
Prices Current; but they still lord it in the thought and action of 
every civilized man. 

Did not Dante cover with his hood all that was Italy six hun- 
hundred years ago? Material success is good, but only as the 
necessary preliminary of better things. 

The measure of a nation’s true success is the amount it has 
contributed to the thought, the moral energy, the intellectual 
happiness, the spiritual hope and consolation of mankind . — James 
Russell Lowell. 

I. Total population, 1910? Per cent increase? 

Rank? 

White population, 1910? Per cent increase? 

Rank? 

Negro population, 1910? Per cent increase? 

Rank? 


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Syllabus of Home-County Club Studies 


Rural population, 1910? Per cent increase? 

Rank? 

Urban population, 1910? Per cent increase? 

Rank? 

2. If there is a large and growing city in the county, give population 
figures, per cent of increase and rank as above. 

3. Rural population to the square mile? Rank? 

4. Subjects for theses or discussions: Sparsity of Population — ef- 
fects upon values, upon the movement of populations, public en- 
terprises, organization and co-operation, law and order, schools 
and churches. The Isolation of Farm-Life in America — contrasted 
with other countries ; consequences. Rapidly Increasing Popula- 
tions — causes? effects? Decreasing Populations — causes? effects? 
“Growing cities like standing armies tend to destroy the regions 
upon which they subsist” — why? instances in North Carolina? 
“The existence and future prosperity of a city depend upon its 
being the center of a well-developed food-producing region” — 
why? instances? The Policy of Modern City Boards of Trade. 
North Carolina’s Loss of Native-born Population by Inter-State 
Migration — the total loss, the causes. Is the Negro Resisting the 
Lure of City Life and Sticking to the Farm Regions better than 
the Whites in North Carolina? — where? why? effects? The white 
population of North Carolina increased 18.7 per cent during the 
last census period; the negroes, only 11.7 per cent — account for the 
difference. The Black Majorities in North Carolina — where? 
why? Increasing Negro Majorities in North Carolina — where? 
why? Race Segregation by Law. 

5. Sources of information. 


IV. COUNTRY POPULATIONS 

Most men when they die are dead — dead as Dickens said Mr. 

Marley was — “ dead as a doornail!” 

Some men are taller when they lie down to die than when 
they stood up alive. 

They were community-builders ; not always in things material; 
but always, with no exception, in things spiritual — which is better. 

— The Home and Farmstead. 

i. Country population : 

(1) Total poulation of the county, outside of towns contain- 
ing 2,500 or more inhabitants? 

(2) Total population in the smaller towns and villages? 

(3) Total dwellers in the open country? 


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(4) Farm population: White Negro 

Total 


Total land-owners — White 1910 


Total 
Total 
Increase 
Increase % 


White 1900 
Increase 
Increase % 


Negro 1910 
Negro 1900 
Increase 
Increase % 


Farm owners who tilled the lands they owned — White 1910 
Negro 1910 Total 

Farm owners who tilled the lands they owned — White 1900 
Negro 1900 Total 

Increase Increase Increase 

Increase% Increase% Increase% 

Rank of the county in ownership-farming? 

Absentee-landlords — White 1910 Negro 1910 

Total. 

Total acreage owned? 

Prevailing form of tenant contracts? Describe brief- 

ly. 


The total landless, homeless population of the county in 1910 — 
White. Negro. Total. Is it in- 
creasing? Why? 


Subjects for theses or discussions: The More Rapid Growth of 
Urban Populations — causes? consequences? Village Problems. 
Advantages and Disadvantages of Country Life. Conditions of 
Child Labor on the Farm and in the Factory. The Concentration 
of Farm Land Ownership — instances? causes? consequences? 
Our Unproductive Farm Areas — the problem? the causes? the 
remedies? The Rapid Rise in Farm Land Values — causes? con- 
sequences? remedies? Farm Tenancy — causes? effects — econo- 
mic and social? Our Increasing Landless Multitudes — causes? 
consequences? remedies? Why the Farm Tenant in the South? 
Our Supply-Merchant System. The Absentee-Landlord. Tenancy 
Contracts — forms? advantages or disadvantages? effects? sug- 
gestions. 

Sources of information. 


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Syllabus of Home-County Club Studies 


V. WEALTH STUDIES 

W hen private wealth is rightly related to community weal, when 
wealth and commonwealth are one, increasing progress will no 
longer mean increasing poverty; and increasing magnificence, 
increasing misery. The tooth-and-claw struggle for survival and 
supremacy in modern Christendom is a shameful denial of the 
mind and message of the Master. — The Home and Farmstead. 

1. Total taxable wealth of the county? Increase from 1900 

to 1910? Rank? 

(1) Increase — Why large or small? 

(2) Per capita wealth of population (based on 1910 tax di- 
gest) ? 

(3) Per capita annual increase? 

2. Total farm wealth of the county (based on the 1910 census) ? 

Increase during last census period? Rank? 

(1) Increase — Why large or small? 

(2) Compare total farm wealth with the total taxable wealth 

of the county? Conclusions? 

(3) Per capita wealth of country population? 

Rank? Compare with (a) the average for the 

State, (b) the United States, (c) with other southern 
states ? 

(4) Why large or small? 

(5) Average per-acre tax value of farm land? 

Average census value per acre? 

Compare the two values. 

Conclusions? 

v (6) Compare this ratio with similar ratios for other counties 
in the State. Rank of the county. 

3. Farm property, 1910 census;: 

(1) Approximate area? 

Land in farms? Increase or decrease since 

1900? Why? 

(2) Improved land in farms? Increase or decrease 

since 1900? Why? 

(3) Uncultivated area? Why uncultivated ? 

What are the obstacles? the opportunities? 

(4) Total value of the farm buildings? Average per 

farm? Comparisons? Why large or small? 

(5) Total value of farm implements and machinery? 

Per cent of increase during census period? 

Comparison? Rank? Why high or low? 

Per-acre investment in farm implements? 

Comparisons? Rank? Why high or low? 


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(6) 

Total value of domestic animals? 

Per-acre 

value ? 


Comparisons? Rank? 

Why 

high or low? 

Negro 

property ownership : 



(1) 

Number of acres owned in 1900? 
Increase % ? 


In 1910? 

(2) 

Total aggregate wealth in 1900? 

In 

1910? 

( 3 ) 

Per capita wealth in 1900? 

In 

1910? 

( 4 ) 

Conclusions ? 



Farm 

mortgage indebtedness : 




Farms with mortgage debt, 1910, White % Negro % 

Total % Rank? Significance? 


6. Subjects for theses or discussions: Our Per Capita Wealth: a 
study in comparisons. Are Farm Properties Bearing an Un- 
reasonable Share of the Tax Burden? The Tax Values of Farm 
Land in North Carolina: a study in contrasts. The General Prop- 
erty Tax — theory, defects, consequences. The Inequalities and In- 
iquities of our Tax System. New Zealand’s Graduated Land 
Tax. Cash Operating Capital in our Farm Regions — the facts, the 
results. Factors in the Retention of Farm Wealth: the conditions 
in North Carolina. Farm Mortgage-Indebtedness in North Caro- 
lina : the total in 1910, the increase, the significance of it. Home 
and Farm Ownership : the facts, the economic and social effects. 
Increasing Property Ownership by Negroes: the facts, the causes, 
the consequences. Elbow-Room in North Carolina for Middle 
Western Home-Seekers: advantages and opportunities. Labor- 
Saving Farm Machinery in the South : comparisons, obstacles, 
increases. Our Investment in Domestic Animals : a study in con- 
trasts. Our Barn-Yard Banks. Our Annual Fertilizer Bill: the 
facts, the causes, comparisons. 

7. Sources of information. 


VI. DOMESTIC ANIMALS ON FARMS AND RANGES, 
1910 CENSUS 

“ And Abel was a keeper of sheep,” — a herdsman, a live-stock 
farmer, engaged in a business that enriches the soil. And the 
Lord had respect unto Abel and his offering. 

“ But Cain was a tiller of the ground ,” — a grower of crops 
merely, engaged in a business that impoverishes the soil. 

He forgot that the earth is the Lord’s, and the fullness thereof. 

He was robbing God. And so, unto Cain and his offering He 
had not respect . — The Home and Farmstead. 


i. Cattle— number ? Increase per cent? 

Rank? Number per 1000 acres of area? 


Rank? 


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Syllabus of Home-County Club Studies 


2. Dairy Cows? 

per inhabitant? 

2 * Horses — number? 
Horse colts? 

4. Mules — number? 

Mule colts? 

5. Cultivated acres per 
cent? 


Increase per cent? 
Rank? 

Increase per cent? 
Increase per cent? 

Increase per cent? 
Increase per cent? 
work-animal? 

Rank? 


Number 


Increase per 


6 . 


7 . 


8 . 


Hogs — number? Increase per cent? 

Rank? Number per 1000 acres of area? 


Sheep — number? Increase per cent? 

Rank? 

Poultry — number? Increase per cent? 

Rank? 


9. Bee swarms — number? Increase per cent? 

10. Dogs — number ? 

11. Subjects for theses or discussions: The Beef-Cattle Industry in 
North Carolina — opportunities. Dairy Cows in North Carolina 
and Wisconsin : a study in contrasts. Horse Power on Southern 
Farms. Our Ham and Bacon Problem: the facts, the opportu- 
nities. Dairy and Poultry Products in North Carolina: a com- 
parison. 

In 1910, we had in North Carolina 737,000 cattle and 484,000 hogs fewer 
than in 1850. During this period, our population multiplied two 
and a half times over ; but our hogs decreased 26% and our cattle 
46% — account for the decrease. 

A Dog License-Tax in North Carolina. A Dog Muzzle Law. Our 
Disappearing Sheep Industry. 


12. Sources of information. 


VII. ANIMAL PRODUCTS, 1910 CENSUS 

Drawing breath in the South and drawing rations from the 
West makes permanent farm prosperity well nigh impossible, no 
matter how large our tobacco and cotton crops, or how high the 
market prices. 

The farmer or the farm community with barns and bins, smoke- 
houses and cribs full of home-raised food and feed stuffs, is in- 
variably prosperous, financially trustworthy, and a good credit risk. 

— The Home and Farmstead. 

, Domestic animals, sold or slaughtered: Calves? 

Other cattle? Swine? Sheep and goats? Poultry? 

(1) Estimated total lbs. of meat produced (dressed weights)? 


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(2) Total lbs. of meat needed (counting 152 lbs. per inhabitant, 
per year) ? 

(3) Meat surplus or deficit? lbs. 

Rank? 

2. Milk— total gal. produced? Production per inhabitant, 

per day?- Comparisons? 

3. Butter— total lbs. produced? Production per inhabitant, 

per day? Comparisons? 

(1) Butter needed (counting 48 lbs. per inhabitant, per year) ? 

lbs. 

(2) Butter deficit or surplus? lbs. Comparisons? 

4. Eggs— total doz. produced ? Production per inhabitant, 

per week? Comparisons? 

(3) Eggs needed (counting 17 1-2 doz. per inhabitant, per 
year) ? 

(2) Egg deficit or surplus? doz. 

Comparisons ? 

5. Value of live stock products: 

Dairy products? 

Poultry products? 

Honey and wax? 

Wool? 

Receipts from sale of slaughtered animals? 

Value of animals sold? 

Total? Comparisons? 

6. Per Capita value of home-raised meat? 

Estimated total cost of imported meat? 

7. Animal products — per cent of total farm wealth produced in 1910? 
Compare with Wisconsin. 

Conclusions? 

8. Subjects for theses or discussions: Live-Stock Industries in North 
Carolina: importance, obstacles, opportunities. Our Meagre Home- 
Raised Meat Supply: the facts, the penalties, the remedies. Farm- 
Tenancy and Live-Stock Industries. Animal Products in our 
Cotton and Tobacco Counties: facts, causes, remedies. Market- 
ing Crops on Four Legs Instead of Four Wheels : a study in 
contrasts. Animal Husbandry and Soil Improvement. Markets 
and Live-Stock Industries : relations, necessities. Ham and Ba- 
con in North Carolina: the low cost of production, and the op- 
portunities. The Parcels Post and the Farmer. Full Smoke- 
Houses and Permanent Farm Prosperity: contrast North Caro- 
lina and Iowa. 

9. Sources of information. 


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Syllabus of Home-County Club Studies 


VIII. THE PRODUCTION OF CROP-WEALTH, 1910 CENSUS 

It is almost as true today as it was a century ago that the 
average nation’s industrial welfare depends chiefly *upon the 
raising of an abundant crop and its sale at fair prices. — The 
Nation. 

1 . The gross total? Average per-acre yield? 

Rank? Comparisons? Conclusions? 

2. What per cent of the gross total is produced by cotton alone? 

By tobacco alone? By food and feed crops 

alone? 

3 . The per capita food-producing power of the county (counting 

both food crops and animal products) ? Rank? 

Comparisons? Conclusions? Does the 

the county raise a sufficiency of food and feed stuffs? 

Deficit? $ Surplus? $ Check estimates by figures 

of merchants and freight agents. 

Base estimates upon the following figures : 

(1) The average cost of food per person in the South Atlantic 
States is around $84 per year. 

(2) A horse needs 1 lb. of grain and 1 lb. of forage per day 
for each hundredweight; or a thousand pound horse or 
mule needs around 65 bu. of corn, (or 114 bu. of oats) 
and 1 4-5 tons of forage per year ; costing say, around 
$100 per year. 

(3) Count the cost of keep of other domestic animals, as 
follows: 2 cattle, 6 hogs, or 8 sheep, or 150 poultry=i 
horse or mule. 

4. To which type of farm system does your county, as a whole, 
belong: (1) the One-Crop, Farm-Tenancy, Supply-Merchant Sys- 
tem ; (2) the Many-Crop, Ownership-Farming System ; (3) the 
Many-Crop, Ownership-Farming, Live-Stock System? Reasons 
for classifying your county? Advantges? Defects of the system? 

5. Corn production, 1910 census: 

Acreage? Total yield? Average per-acre 

yield? Rank? 

Per cent of gain or loss in acreage since 1900? 

Percent of gain or loss in average per-acre yield since 1900? 

Per capita production of corn, 1910 census? 

Estimated corn surplus or deficit in 1910? in 1913? 

Base estimate on North Carolina’s per capita corn production in 
1850 (34 bu.) ; in 1910 (15 bu.) ; or in 1913 (24 bu.) Population 
in 1910 — 2,206,08 7; in 1913 — 2,327,421. 


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Average per-acre 


7 - 


8 . 


10. 


11. 


1 2. 


13 - 


Wheat production, 1910 census. 

Acreage? Total yield? 

yield? Rank? 

Per cent of gain or loss in acreage since 1900? 

Per cent of gain or loss in average per-acre yield since 1900? 

Per capita production of wheat, 1910 census? 

Estimated wheat surplus or deficit? 

Base estimate on 6 bu. of grain consumed per person per year. 
Oats production, 1910 census. 

Acreage? Total yield? Average per-acre 

yield ? Rank ? 

Per cent of gain or loss in acreage since 1900? 

Per cent of gain or loss in average per-acre yield since 1900? 

Hay and forage production, 1910 census. 

Acreage? Total yield? Average per-acre 

yield ? Rank ? 

Per cent gain or loss in acreage since 1910? 

Per cent gain or loss in average per-acre yield since 1910? 
Production per work-animal per day? Rank? 

Sweet potatoes and yams, 1910 census. 

Acreage? Total yield? Average per-acre 

yield? Rank? 

Per cent of gain or loss in acreage since 1900? 

Per cent gain or loss in average per-acre yield since 1910? 

In the same way treat other food crops if locally important : truck 
crops, sugar cane and sorghum cane, orchard fruits, small fruits, 
grapes, ground-peas, nuts, etc. 

Cotton production, 1910 census. 

Acreage? Total yield? Average per-acre 

yield? Rank? 

Per cent gain or loss in acreage since 1910? 

Per cent gain or loss in average per-acre yield since 1910? 

Total annual consumption by mills within the county? 

Tobacco production, 1910 census. 

Acreage? Total yield? Average per-acre 

yield? Rank? 

Per cent gain or loss in acreage since 1900? 

Per cent gain or loss in average per-acre yield since 1900? 

Total annual consumption by factories within the county? 

Themes for theses or discussions: The-Buy-a-Bale Movement. 
The Government Valorization of Cotton. Per-Acre Crop Yields 
and Per Capita Wealth in the Farm Regions of North Carolina— 
a study in contrasts. Food-Producing Power and Wealth-Retain- 
ing Power in the Counties of North Carolina. The One-Crop, 
Farm-Tenancy, Supply-Merchant System of Farming: instances 


18 


Syllabus of Home-County Club Studies 


in North Carolina, economic and social consequences. The Many- 
Crop, Farm-Owner, Live-Stock System of Farming: instances, 
consequences. Signs of Progress in North Carolina Agriculture. 

In 1910, the average acre of cotton land in North Carolina produced 
$33.01 and the average acre of tobacco land, $62.41. The grain- 
growing, hay-and-forage counties of Illinois produced from $14.00 
to $18.00 per acre. But the country population of Illinois, man 
for man, is worth from four to fifteen times as much as the 
country population of our cotton and tobacco counties. Account 
for their greater power to accumulate farm wealth. 

Hon. Clark Howell says: Our one-crop mania is economic insanity 
give reasons for agreement or disagreement. 

14. Sources of information. 


IX. ORGANIZATION AND CO-OPERATION 

An organized community can be what it wills to be. An un- 
organized community is in a state of decadence . — Bulletin, 

Illinois Agricultural College. 

Organized effort is one of the greatest factors in Modern 
Civilization; whether we have in mind educational , social, re- 
ligious, political, or industrial activities . — John Lee Coulter. 

Personal initiative and a cultivated co-operative spirit are the 
very core of this matter . — The Country Life Commission. 

Membership in one body is a fundamental doctrine of religion. 

It is no less a fundamental doctrine of economics and sociology — 
and the church must lead men into it. 

Getting together and pulling together on earth is a preparation 
for dwelling together in Heaven . — The Home and Farmstead. 

1. Organizations (cultural, for individual benefit) : 

Farmers’ clubs, clubs of country boys and girls, organizations for 
farmwives, agricultural fairs, field trials, school fairs, Sunday 
school associations, county ministerial association, debating or 
declamation societies, library clubs and reading circles, singing 
societies, base ball clubs, or any other organization designed to 
stimulate individual effort. 

Catalogue such organizations in your county, giving (1) The names 
and (2) the addresses of leaders. 

Single out the oldest, largest, and most successful; state briefly the 
causes of strength, popularity and perpetuity. 

Suggest such other organizations as need to exist, and state reasons 
therefor. 

2. Co-operative enterprises (for mutual benefit) : Fraternal orders, 
farmers’ unions, and other organizations for co-operative produc- 
tion, marketing, buying, credits, etc. 

Catalogue such organizations in your county, giving (1) Names and 
purposes, and (2) the addresses of designated leaders or busi- 
ness managers. 


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Single out one conspicuous success ; analyze the causes of success ; out- 
line achievements and prospects. 

Single out a conspicuous failure; analyze it, and state briefly the causes 
of failure. 

3. Subjects for theses or discussions : Farm Organizations in Amer- 
ica : an historical sketch. Pedigreed Seed Clubs : purposes, achieve- 
ments. Pedigreed Live-Stock Clubs. Fruit Growers’ Clubs. Boys' 
Pig Clubs : importance, achievements. Boys’ Corn Club Records. 
Girls’ Garden and Canning Clubs : importance, results. The School 
Fair: its value, instances. Agricultural Fairs: successes, failures, 
causes of failures, remedies. The County Ministerial Association : 
purposes, programs, field of work. Clubs for Country Women: 
importance, programs, instances of success. 

The Principles of Successful Co-operation. The Regeneration of Ire- 
land. Denmark — the Farmers’ State. The California Fruit Grow- 
ers’ Exchange. The Eastern Shore of Virginia Produce Exchange. 
The East Carolina Truck and Fruit Growers’ Association. Co- 
operative Farmer Enterprises in Catawba County. Farmers’ Mu- 
tual Insurance Companies. Farmers’ Mutual Telephone Compan- 
ies. Co-operative Creameries and Butter Factories. Co-operative 
Warehouses in North Carolina. Co-operative Grain Elevators in 
the West. Land and Loan Associations in Ohio. The Landschaften 
in Germany. The Raiffeisen Banks. The Land Banks of France. 

4 . Sources of information. 


X. RURAL CREDITS 

The first step toward credit — ready, abundant, cash loans, at 
low rates of interest, and comfortable repayments — is financial 
trustworthiness . — Henry Wallace. 

The second step lies in security — ample collateral readily con- 
vertible into cash at fair prices. 

The third, a sufficient circulating medium. 

Money is one thing; credit another. 

Agencies beyond the farmer can furnish cheap money; the 
farmer alone can establish the credit he needs . — The Home and 
Farmstead. 

The business done by the Farmers’ Co-operative Banks of Ger- 
many in 1910 totaled six billion, six hundred and ninety-one 
million dollars . — John E. LaThrop, Pearson’s Magazine, Octo- 
ber, 1913. 

1 . The material basis of farm credit in the county, 1910 census. 


Total farm property $ 

Total crops produced $ 

Total animal products $ 

Total collateral $ 


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Syllabus of Home-County Club Studies 


Total credit basis estimated at 25 % of the 

collateral $ 

Total credit secured 1910: 

Private credit (from individual money lenders) $ 

Book credits (open accounts in stores) $ 

Bank credits $ 

Land-mortgage credits (to outside loan agen- 
cies) $ 


Total credit secured $ 

Compare collateral with total credits obtained. Con- 
clusions? Compare book with bank credits. 

Conclusions? 

2. Farm mortgage indebtedness, 1910 census : 

(1) Number of farms — 

Cultivated by owners: White? Negro? 

Total? 

Mortgaged: White? Negro? 

Total? 

Per cent mortgaged White? Negro? 

Total? 

(2) Rank of the county based upon the total per cent of 

mortgaged farms? Why high or low? 

(3) Has the number of mortgaged farms increased during 

census period? Why? 

(4) Compare with the average for North Carolina, 1910 cen- 
sus, (18.5 per cent). Why above or below the state aver- 
age? 

(5) Total value of mortgaged lands and buildings? 

Total mortgage indebtedness thereon? 

Per cent of collateral? Rank in North Caro- 

lina? 

Why high or low? 

Compare with the average for North Carolina, (23.2 %) 
Why above or below the state average? 

(6) Increase or decrease in farm mortgage indebtedness, 

since 1900? Significance? 

(7) Increase or decrease in the borrowing value of farm 

land? Significance? 

3. Per capita wealth of the country population of the county (based 

on the total value of farm properties, 1910 census) ? 

(1) Rank in North Carolina? Why high or low? 

The average for the State was $322. Why above or be- 
low the state average? 


(1) 


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(2) Consider this per capita wealth: (1) as indicative of cir- 
culating cash, (2) as a basis of credit. 

Is it a meagre or abundant financial basis? 

4. Sources of loans : 

(1) Banks — Number of state banks? National 

banks? Total capital stock? Total 

bank resources? Number of farmers owning 

stock? Per cent of the total stock-holders? 

Farmer depositors? Per cent of the total? 

Farmer deposits? Per cent of the total? 

Farmer borrowers? Per cent of the total? 

Total amount loaned to farmers? Per cent 

of total loans? 

(2) Supply-merchants, in open accounts: 

What per cent of the year’s credit business is with farmer? ? 
What per cent of these farmers are white land-owners? 
Negro land-owners? What per cent are white 

tenants? Negro tenants? 

Average usual time covered by book accounts ? 

The kind of security required? 

Secure specimens of crop and chattel liens? 

At what time of the year are these accounts closed up? 
The total loss in bad accounts The per cent 

of the year’s credit business? 

(3) Insurance companies. 

Are the insurance companies lending money to farmers in 
your county? The names and addresses of such 

companies? Security required? Total loaned 

to date? Rate of interest charged? 

Commissions charged? Agents’ fees. 

(4) Building and loan associations. 

Number and names of such associations in your county? 
Are they lending to farmers? Total amount 

loaned to date? Interest charged? 

Commissions charged? 

(5) Are there any farmers’ mutual credit societies in your 

county? If so, give a full account of them. 

(6) Mortgage loan companies : 

Addresses of companies doing business in your county? 
Addresses of their local agents? Total loans to date? 

Rate of interest charged? Commissions charg- 
ed? Agents’ fees? 

5. Purposes of loans: 

(1) Improvement and expansion — more land, more and better 


22 


Syllabus of Home-County Club Studies 


tools, implements, labor saving machinery, homes, barns, 
live stock and the like? 

(2) The purchase of land and the establishment of homes 
and farms by persons newly entering the ranks of owner- 
ship. 

(3) Operating expenses — farm supplies, seeds, fertilizers, food 
and feed stuffs, clothing and the like. 

(4) The refunding of old debts. 

(5) Indulgence or investment — in automobiles and the like. 
Estimate as closely as possible the relative importance 
of these five purposes of credit in your county. 

6 . Rates of interest paid : 

(1) The average difference between cash and time prices in 
supply-stores. 

(2) Average rates, for small, short-time personal loans? 

(3) Average rates, for larger, long-term loans? 

Is the interest paid in advance annually? Semi- 

annually ? 

(4) Is a commission charged usually for making the loan? 
How much? 

(5) Does the agent or attorney charge for securing the loan? 
How much? 

(6) Usual charge for abstracting titles and drawing papers? 
What are the usual recording fees? 

(7) Study and report upon the actual yearly rate of interest 

paid upon: 

(a) A typical store account. 

(b) A typical short-term loan. 

(c) A typical land-loan. 

Omit all names and count in all expenses, commissions 
and fees of all sorts, along with the rate of inter- 
est charged. 

6. Subjects for theses or discussions: Land as a Basis of Credit. 
Cotton as a Credit Collateral. The Material Basis of Farm Credit 
in the South. The Relation of the Tenant-Farmers, the Supply- 
Merchant, and the Fertilizer Manufacturer to Southern Agricul- 
ture. 

In 1910, only 18.5 per cent of the farms of North Carolina were 
mortgaged; while more than half the farms of Wisconsin, Iowa 
and Missouri were mortgaged — the explanation, the significance? 
In 1913, the average interest rate on mortgage loans in North Caro- 
lina was 6.3 ° 7 o. In Virginia, West Virginia, and Maryland, it 
was lower ; in South Carolina, Georgia, Florida, and all the 


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other Gulf States it was higher; in the Rocky Mountain, and 
Pacific Coast States it was far higher — why? 

The same year, the average interest rate on short-term loans in North 
Carolina was 6.5%. Outside New England and the North At- 
lantic States, it was the lowest rate in the United States — why? 

In 1913, eighteen of the leading insurance companies of the United 
States had a farm mortgage business amounting to $414,000,000. 
North Carolina’s borrowings from these sources amounted to two- 
tenths of one per cent of this total; or $828,000. Kansas, Ne- 
braska, Missouri and Iowa farmers secured 51.8% of it; or 
$214,452,000 — account for the difference. 

The Amortization Plan of Paying Loans. Land Debenture Bonds. 
The Torrens Land Law — what, why? The Land Bank Bills now 
before Congress. 

7. Sources of information. 


XI. MARKETS 


Farmers will produce more when they can market more profit- 
ably, purchase the raw materials of production more econom- 
ically, and improve their credit facilities. All these things call 
for organisation. — T. N. Carver. 

Organised industry always unloads its burden on the un- 
organised . — George W. Russell. 

IV e should begin now to prepare for market facilities at 
home for the increased production of food and feed crops made 
necessary by reduced cotton acreage. Provisions should be made 
for ascertaining, by localities and counties, just hozv heavily we 
are importing northern and western products. — N. C. Farmers' 
Union Advisory Council. 


I. Surpluses for sale, outside the county, 1910 census: 

(1) Check ( /) the items raised in your county in quantities 
beyond the need of consumption within the county. 


Corn Peaches 

Oats Plums 

Wheat Pears 

Rye Cherries 

Hay, Forage Grapes 

Cotton Figs 

Tobacco Irish potatoes 

Sugar cane Sweet potatoes 

Sorghum cane Yams 

Cane syrup Nursery products 

Apples Berries 


Peanuts 
Other nuts 
Vegetables 
Melons 

Flowers, plants 

Milk 

Cream 

Butter 

Poultry 

Eggs 

Colts 


Sheep on hoof 

Mutton 

Wool 

Cattle on hoof 
Beef 

Hogs on hoof 
Fresh pork 
Hams, bacon 
Firewood 
Posts, poles 
Naval Stores 


24 


Syllabus of Home-County Club Studies 


(2) If the list is incomplete for your county, write in the 

necessary additional items. 

(3) In determining whether or not your county needs outside 

markets for surpluses, consult chapters VII and VIII. 

(4) For instance, the food and feed needed by man and beast 

in Scotland county in the census year was around $1,900,- 

000. The food and feed produced in the county was 
around $700,000. 

Here is a market problem that concerns purchasing — some $1,- 
200,000 of food and feed alone, along with fertilizers, farm 
tools and utensils, work-animals and the like. It is the 
problem of car-load lots, with discounts for cash. 

But also, there is the market problem of selling to the best ad- 
vantage some two million dollars worth of cotton — the 
problem of operating capital, warehousing, minimum in- 
surance rates and warehouse charges, holding for sat- 
isfactory prices, if necessary, and borrowing advantag- 
eously upon the collateral. 

(5) In similar way analyze the buying and selling problem of 

your county. What surpluses has the county for sale? 
What does the county need to import? 

(6) List the export products of your county and estimate the 

annual bulk and value of each (1910 census). The total 
value of export surpluses? 

(7) What arrangements, conveniences, facilities and conditions 

are necessary to get these surpluses into the regular 
channels of trade, (1) in the best condition, (2) most 
promptly, (3) least expensively, and (4) most profitably 
to the producer? 

(8) Are the farmers of the country generally interested in 

a. Expert picking, handling, grading, packing, uniform 
standards and brands? 

b. Expert butchering, curing, trimming and sacking meats, 
packer style ? 

c. General market conditions, the Federal Crop records 
the market quotations in the daily papers? 

d. Improved public highways? 

e. Country telephones? 

f. Cross-country electric railways? 

g. The parcels post? 

h. Railway facilities and rates, shipments in car-load 
lots and the like? 

1. Co-operative production and selling? 


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(9) To what extent are they active in these directions? Give 
brief account in detail. 

(10) If not interested, why not? Obstacles? Signs of prog- 
ress? Suggestions. 

2. Surpluses without markets, or with no markets offering satisfac- 
tory prices. 

As for instance, the 1914 apple crop in North Carolina. It is 
(estimated) 7,600,000 bushels, or more than two and a half times 
the 1913 crop. August prices to producers in the United States 
averaged 68c per bushel; in Oregon 78c; Arkansas and Colorado 
80c; in North Carolina 50c; in Western North Carolina from 15c 
to 25c for the orchard run. Why? 

(1) Instances in your county of farm surpluses wasted or 
marketed without profits? Causes? Effects -on producers 
and farm development? Suggested remedies? 

(2) Is there a city board of trade in your county? Is it ac- 
tively engaged in helping the farmers in its trade terri- 
tory to solve their market problems? In what way? 


(3) Are there: 

Canning factories? 
Evaporating plants? 
Preserve, jam, jelly, or 
Pickling factories? 
Creameries? 

Butter factories? 


Cotton warehouses? 
Peanut warehouses? 
Tobacco warehouses? 
Butchering and 


Packing plants? 
Refrigerating plants? 


(4) Are these enterprises individual? co-operative? or corpo- 
ration enterprises? 

(5) Which are well established successes? Analyze causes of 
successes. 

(6) Which are new enterprises? Outlook? 

(7) What enterprises of this sort have been failures? Analyze 
causes of failure. 

3. Local city markets. 

(1) Is there a free public market in your county? Or in 
some nearby county? How long is the average haul to it? Are 
the roads good? The disadvantages of bad roads? 

(2) Does the city provide hitching grounds or sheds? A 
rest-room for the farmwives? 

(3) Are there city ordinances against the house-to-house ped- 
dling of farm produce? Why? The farmer’s objec- 
tions to peddling? 

(4) Does the city market enable the farmers to turn into 


26 


Syixabus of Home-County Ceub Studies 


instant ready cash at a fair profit whatever they have to 
sell? 

(5) Does it lower the cost to consumers, while raising the 
price received by producers? 

(6) Is there adequate attention to sanitation? 

(7) If the city market is poorly managed (and usually it 
is), what are the defects? Suggested changes? 

4. Markets to supply deficits. 

(1) Check ( /) the items that are imported into the county: 
Corn, meal, wheat, flour, oats, hay, potatoes, cane syrup, 
cabbages, onions, peas, lettuce, butter, canned goods, 
poultry, eggs, horses and mules, beef, hams, salt-pork 
sides, seeds, farm machinery, fertilizers and other like 
items. 

• 

(2) List the items and closely estimate the total amount of 
each import for the census year (1910) and check up the 
results by canvassing the supply-merchants and freight 
agents. 

(3) What is the gross total? 

(4) Do the farmers generally buy these supplies on time 
from the supply-stores? If so, why the general necessity 
for book accounts? Compare cash with credit prices; 
conclusions? 

(5) What attempts have been made in your county at co-oper- 
ative purchasing of farm supplies? If successful, ana- 
lyze causes of success. If failures, why? Essentials to 
success in co-operative buying? Obstacles? Outlook in 
your county? 

5. Subjects for theses or discussions: The Self-Sufficing and the 
Commercial Farmer. Can the Commercial Farmer Afford to 
Buy What he can Raise? Do Surpluses Create Markets or do 
Market-Demands Create Surpluses? Home-Raised Food and 
Feed Stuffs in North Carolina Counties; in the South. Does 
the Farmer Get a Righteous Share of the Consumer’s Dollar? 
The Middlemen: Who they are and their Functions. The Use- 
less Middleman: Why he Exists, and How Eliminated. “It 
costs more to market a crop than to produce it.” Why? Getting 
Producers and Consumers Together: why necessary, difficulties, 
successes. The Farmer’s End of the Market Problem; the Con- 
sumer’s End. Well Managed Municipal Markets: value to farm- 
ers and consumers; instances of success. Municipal Packing and 
Refrigerating Plants: obstacles, successes, failures. Canning 
Factories: conditions of success; instances. Co-operative Pro- 


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duction and Marketing in Minnesota. The Production and Dis- 
tribution of Farm Wealth: relative importance. The Proper 
Place of Government in the Market Problem. Food-Production 
and Wealth-Retention in North Carolina and the South. The 
Wealth-Accumulating Power of Food-Producing Regions: North 
Carolina and Iowa, in contrast. North Carolina Products for 
North Carolina People. Importing Food and Feed Stuffs into 
North Carolina; an exhibit by counties? 

6. Sources of information. 


XII. IMPROVED PUBLIC HIGHWAYS. RAILWAY FACILITIES 

Improved public roads are directly related to better country 
homes and schools , to the reach and influence of country 
churches, to the timely marketing of farm products, and to the 
business of market centers. They are the arteries of organized 
community life . — The Home and Farmstead. 

A good sand-clay road is not made of sand and clay, but of 
sand, clay, and sense, thoroughly mixed in right proportions. 

The commonest need in road building is not more money but 
more sense. 

The lack of it cost the United States $ 185 , 000,000 last year. 

A king’s ransom wasted by incompetence, in the building of new 
roads, in the patching of poor roads, and in the neglect of good 
roads ! — The Home and Farmstead. 

1. How many miles of public roads in the county? 

How many miles are improved, graded or surfaced? 

Per cent of the total? Rank of the county? 

How many miles are graded only? How many miles 

are graded and surfaced with sand-clay or top-soil? 

With macadam or gravel? 

2. Is the road building of the county done under the direction of an 

expert road engineer? His address? 

Is the work done by the county chain-gang? Or by 

hired labor? Is the work let out to private con- 

tractors ? 

3. Revenues for roads, 1913: 

Raised by direct tax levy? Levied by county or 

township ? Rate ? 

Raised from the poll tax? Rate per poll? 

Total? 

4. Total bond issue, to date, for good roads? 

5. Expenditures for roads and bridges, 1913 : 

Upon improved public highways? Mliles built? 

Material used for surfacing? Cost? 


28 


Syllabus of Home-County Club Studies 


Patching and repairing old roads 

Cost ? 

Steel bridges: number? 

Cost? 

Concrete bridges: number? 

Cost? 

Wooden bridges: number? 

Cost? 

Culverts, drains: number? 

Cost? 

Material used? 



6. The county chain gang, 1913; if employed by the county in road 
building: 

Average number of convicts employed? 

Average number of mules employed? 

Total amount invested in road machinery? 

Average cost of convict per day? 

Average cost of feed per mule per day? 

Total cost of the chain gang for the year? 

7. If the county leases the convicts : 

To what other county? 

Total number so leased in 1913? 

Upon what terms? Price per able bodied convict per 

day or month ? 

Total received for convicts leased in 1913? 

8. Railway facilities : 

List the railways touching or traversing the county. 

Total miles of trackage within the county? 

Are there cross-country electric railway lines? 

How many miles of track within the county? 

The usual market to which farm produce is freighted? 

The usual center from which farm supplies are shipped into 
the county? 

The nearest stock-yards or packing-plant center for live stock 
sales? 

Do the facilities for handling live-stock encourage live-stock 
industries in the county? 

Are the facilities for handling perishable produce ample and 
satisfactory? 

What railway companies are advertising your county or section? 
How? Results? 

What railway companies are active in developing your county 
or section? In what way? Result? 

9. Subjects for theses or discussions: Improved Public Highways: 
economic and social values. Public Road Engineers: a National 
necessity. Engineering Problems in Highway Building. Human Na- 
ture Problems in Highway Building. Wasting Road Revenues, 
Road-Building Materials in North Carolina. The Sand-Clay or Top- 
Soil Road and the Macadam Road. The King Drag. Systematic 


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Road Inspection and Repair. A State Highway Commission: 
necessity, functions. A State Highway Fund: reasons for or 
against. A Federal Highway Fund : reasons for or against. 
The Use of State Convicts in Public Road Building: reasons 
for or against. A Bond Issue for Good Roads : reasons for or 
against. Good Roads in North Carolina; a study in contrasts. 
The Lack of Railway Facilities: economic and social results? 
The Railroad’s Share of the Consumer’s Dollar. The Relative 
Importance of Facilities and Rates. The Relative Importance 
of Railways and Improved Public Highways. 

io. Sources of information. 


XIII. SCHOOL STUDIES 


The ignorant pearl diver does not wear the pearl he wins; 
the diamond digger is not ornamented by the jewel he finds; 
the ignorant toiler in the most luxuriant soil is not filled with 
the harvest he gathers . 

The choicest productions of the world, whether mineral or 
vegetable, wherever found or wherever gathered, will inevitably 
by some secret and resistless attraction make their way into the 
hands of the most intelligent. 

Let whoever will sow the seed or gather the fruit, intelligence 
consumes the banquet . — Horace Mann. 

Native white illiterates, ten years old and over, in the towns and 
cities of North Carolina in 1910, were 4.5 per cent; in the 
rural regions, 13.5 per cent . — 1910 Census. 

L'o, the House of Learning is a mighty country-life defense ! — 

The Home and Farmstead. 

i. Illiteracy of persons io years old or over, 1900 and 1910 census: 


(1) Native whites: 1900, number? 

Native whites: 1910, number? 

Increase or decrease? 

Rank of the county in white illiteracy? 
or loss? 


Per cent? 
Per cent? 


Gain 


(2) Negroes: 1900, number? 
Negroes: 1910, number? 


Per cent? 
Per cent? 


Increase or decrease? 

Rank of the county in negro illiteracy? 
or loss? 


Gain 


2. School support : 


(1) Total received from all sources, 1902-03? 

(2) Total received from all sources, 1912-13? 


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Syllabus of Home-County Club Studies 


(3) Average per child of school age per day? 

Rank? Why above or below the State av- 

erage ? 

(4) Received from the State, 1912-13? Per cent 

of the total county school fund? Rank of the 

county in this particular? 

(5) Total raised by school tax levies within the county, 1912- 

13? Per cent of the total taxable property? 

Rank? 

(6) Total received from the State Equalizing Fund? 

Rank? Compare with the rank of the 

county in per capita wealth. Conclusions? 

(7) Total spent for buildings and supplies, 1912-13 : Rural 

Schools ? Town schools ? Compari- 
sons ? Conclusions ? 

(8) Total spent for school libraries, 1912-13: Rural schools? 

Town schools? Comparisons? 

Conclusions? 

3. School attendance 1912-13 : 

(1) White school population? Enrollment? 

Per cent of the school population? 

Rank of the county in this particular? 

Why above or below the State average? 

White average daily attendance? 

Per cent of the enrollment? 

Rank of the county? 

Why above or below the State average? 

(2) Total white school population, town? Country? 

Enrollment, town ? Country? 

Per cent enrolled, town? Country? 

In daily attendance, town? Country? 

Per cent of enrollment, town? Country? 

Do the white children in towns attend school better than 
in the country? If -so, why? 

(3) Negro school population? Enrollment? 

Per cent of the school population? 

Compare with white enrollment per cent? 

Conclusions? 

Negro average daily attendance? 

Per cent of the total enrollment? 

Compare with the white attendance per cent?. 
Conclusions? 


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(4) Total Negro school population, town? Country? 

Enrollment, town ? Country? 

Per cent enrolled, town? Country? 

In daily attendance, town? Country? 

Per cent of enrollment, town? Country? 

Do the negro children attend school better in the towns, 
where school terms are longer and opportunities greater, 
than in the country? Why or why not? 

What are the facts in the Northern and Western cities? 

4. Teachers’ salaries, average per year, 1912-13: 

(1) Whites, in town? In the country? 

Effect of lower salaries in country districts? 

Rank of the county in average town salaries? 

Country salaries? 

Are these averages above or below the State averages? 
Why? 

Per cent gain in average salaries since 1902-03? 

5. School facilities and conditions: 

(1) Average term in days, 1912- 13? In 1902-03? 

White schools, in town? In the country? 

Why the difference? 

Negro schools in town? In the country? 

(2) Total invested in school property, 1912-13: 

White schools, in town? Average per child of 

school age? 

White schools, in the country? Average per 

child of school age? 

Are these averages above or below the State averages? 
Why? 

Negro schools, in town? Average per child of 

school age? 

Negro schools, in the country? Average per 

child of school age? 

Are these averages above or below State averages? 

Per cent gain in total school property since 1902-03? 

(3) Number of school districts, 1912-13: 

White? Colored? 

Districts with log school houses: 

White? Colored? 

Compare with other counties? Conclusions? 

Decrease since 1902-03: 

White? Colored? 


32 


Syllabus of Home-County Club Studies 


Districts without school houses : 

White? Colored? 

Compare with other counties? Conclusions? 

Decrease since 1902-03 : 

White? Colored? 

Rural schools, having two or more teachers : 

White? Colored? 

Per cent of the total, 

White ? Colored ? 

Rank of the county, only white schools considered? 

Why above or below the State average? 

(4) Rural school houses, 1912-13 : 

With patent desks, White? Per cent of 

white schools? Rank? 

With patent desks, Negro? Per cent of 

Negro schools? Rank? 

With benches, White? Per cent of white 

schools? Rank? 

With benches, Negro? Per cent of Negro 

schools ? Rank ? 

New houses built for whites: number? Total 

cost ? Rank ? 

New houses built for negroes: number? Total 

cost? Rank? 

Compare the average cost of new rural school houses 
with State averages. Why above or below the State 
average ? 

(5) Scholarship and training of teachers, 1912-13 : 

White teachers, total number? Per cent holding 

first grade certificates? Per cent having normal 

training? Per cent holding college diplomas? 

Are these per cents above or below the State averages? 

Why? 

(6) What per cent of the white teachers of the county were 

born or reared in other counties? In other 

States? Mainly, in what other States? 

(7) What per cent of the white teachers in the county are 
this year teaching the same school the second year? 

the third year? longer terms? 

6. Indications of progress : 

(1) Review carefully the facts, comparisons, and conclusions, 
noted in the school studies above, and assemble in com- 
pact paragraphs (1) the gains the county has made since 


University oe North Carolina 


33 


1902-03, when compared with itself or with other coun- 
ties in the State and (2) note frankly the losses, absolute 
or relative. 

(2) Single out, for appropriate treatment, successes, if any 
in (1) the consolidation of schools and the transporta- 
tion of children, (2) the employment of school supervi- 
sors, or special department teachers, (3) the erection of 
handsome school buildings, (4) the establishment of coun- 
try-life schools, (5) the adoption of a county-unit system, 
(6) school fairs, (7) school debates and athletic events, 
(8) schools that are centers of organized community 
life, (9) school clubs, and (10) school gardens or farms. 
Or successes of any other sort. 

Also (1) noble, noteworthy teachers or institutions of 
former days, (2) successful private schools, and (3) 
schools of college rank located in the county. 


1. Rural high schools (white) : 1907-08 1912-13 

(1) Offering four-year courses? Gain % 

Three-year courses ? Gain % 

Two-year courses ? Gain % 

Total Gain % 


Rank in the number of such high schools in 1912-13. 

(2) Rural high school teachers, 1907-08? 1912-13? 

Gain % 

Total high school pupils, 1907-08? 1912-13? - 

Gain % 

Average term, 1907-08? 1912-13? 

Gain % 

(3) Rural high school income: total 1907-08? 

1912-13? Gain % 

From State funds? 1907-08? 1912-13? 

Per cent of total? Per cent of total? 

From county and local tax funds? 1907-08? 

1912-13? 

Per cent of total? Per cent of total? 

(4) Number of high school graduates now attending colleges? 

(5) Treat briefly rural high school progress in the county 

during the five-year period. Is the country keeping pace 
with the towns in your county in high school develop- 
ment? If not, why not? 

8. Subjects for theses or discussion: Is Education a Deterrent of 
Crime? Intelligence and the Production of Wealth. The Dif- 


34 


Syllabus of Home-County Club Studies 


fusion of Intelligence and the Retention of Wealth? Intelligence 
and Democracy. Intelligence and Co-operative Farm Enterprise. 
The Florida Plan of County-Unit School Systems. Inferior Coun- 
try Schools and the Drift Cityward. Illiteracy among native 
whites in North Carolina in the country averages three times the 
illiteracy rate in the towns and cities — why? Is the Negro Losing 
Faith in Spelling Books and Graining Faith in Bank Books ; 
the facts, the causes, the outlook? The Teacher’s Salary; a 
study in contrasts. The Effect of Lower Salaries in the Country 
Schools. The Country School of Permanent Influence; necessary 
conditions of success. The Broken School-Term in North Caro- 
lina; the effects. Our Grasshopper Plague of Public School 
Teachers. Frequent Changes of Teachers; causes, consequences. 
The Socialized Country School; meaning, obstacles, successes. 
The John Swaney Country School, Illinois. The School, a Cen- 
ter of Community-Life. The School Fair in Virginia. An Argu- 
ment in Favor of a Local School Tax; in favor of Consolidated 
Country Schools. The Public High School — the People’s College. 
The Page County, Iowa, Country Schools. School Improvement 
Clubs in North Carolina; purposes, achievements. Training Teach- 
ers for Country Schools. The Danish Folk Schools. The Coun- 
ty School Superintendent; an Educational Leader. The West Vir- 
ginia Plan of County Supervision. The Waste of Public Money 
in Non-Attendance. The Wonderful High School Development in 
North Carolina. 

9. Sources of information. 


XIV. PUBLIC HEALTH AND SANITATION 

Give me health and a day and I will make the pomp of emper- 
ors ridiculous . — Emerson. 

There are 16,000 preventable or postponable deaths in North 
Carolina every year l One every half hour, day and night! 

Six thousand deaths from tuberculosis alone! And babies — 

3,000 of them die every summer; a third or more of them killed 
by fly-carried diseases . — Figures from N. C. Health Bulletins. 

The highest percentage of insanity in the United States is 
among farmers’ wives — due chiefly to overwork, overworry, 
and the lack of proper amusements and recreation . — Henry N. 

Ogden, in Rural Hygiene. 

I. Indicate the ways in which your County Health Board and 
Health officer are actively campaigning against preventable di- 
seases — malaria, typhoid, tuberculosis, small-pox, and the like. 

List fully the forms of their activity — say, educative articles 
in the county paper, addresses on public health and sanitation, 


University or North Carolina 


35 


circulating the Bulletins of the State Board of Health, co-oper- 
ating with the school authorities in the medical inspection of 
school children, health rallies, clean-up events, and so on. 

If active, give the addresses of the leaders. 

If inactive, why? 

2. What attention has been given in your county to sanitary toilets 
on home or school grounds, to garbage and sewage disposal, soil 
and stream pollution, the safety of drinking waters in springs 
and wells; the protection of drainage areas of city water sys- 
tems; sanitary dairies and milk supplies, the sanitary butchering 
and vending of meats, the screening of homes against flies and 
mosquitoes, the sanitary handling of food stuffs at soda water 
stands, in ice cream parlors, in shops, in hotel and restaurant 
kitchens. 

Are dairies and milk depots, butcher pens and shops, baker- 
ies, restaurants, hotel kitchens and the like inspected competent- 
ly and regularly? If not, why? 

Are the reports of the inspector published in the city or county 
papers? 

Are there laws or ordinances covering the sale of impure or 
adulterated foods, feeds, and drugs in your county? Enacted by 
what body? Are they enforced? If not, why? 

3. Commonly, the old-time Health Officer has attended the charity 
cases, and the sick in the poorhouse, jail, and chain gang. He 
took charge of small-pox, and similar epidemics, enforced quaran- 
tine regulations and so on. 

If he is otherwise active in your county, indicate the ways, in 
detail. What is his salary? What were the total expenditures 
of the County Health Board for the last year? 

If the old-time system can be improved, suggest the ways. 

4. The Hookworm campaign in your county: activities, results? 

5. Is there a City Health Board and Health Officer in your county? 
If so, report their activities as per the above outline. 

6. Or have the City and the County Health Board united, and em- 
ployed an All-Time Health Officer? Give an account of his ac- 
tivities and successes, if any. Make collateral study of the sanitary 
campaigns in Nash, Columbus, Robeson and Sampson counties. 

7. Are the churches and ministers of your county actively interest- 
ed in community health conditions and problems? Indicate the 
most active, and give an account of their activities. 

8. Is there a County Medical Association? Is it alert and vigorous? 
If possible, secure the programs for a half-dozen or so of the 
meetings. 


36 


Syllabus of Home-County Club Studies 


Is the subject of Preventable Diseases and Public Sanitation 
prominent in these programs? Conclusions? 

9. Consult the registrars of vital statistics and secure answers to 
the following questions for the year ending July 1, 1914: 

(1) Total births? Birth rate? 

Total illegitimate births? Per cent of the 

total? 

(2) Total deaths? Death rate? 

Number of deaths from preventable diseases? 

Per cent of the total? 

(3) Total deaths of children, under 5 years of age? 

Per cent of the total? 

(4) Compare the birth rates of whites and negroes? 
Conclusions? 

(5) Compare the town and the country birth rates? 
Conclusions ? 

(6) Compare the death rates of whites and negroes; also 

of town and country dwellers. Conclusions? 

(7) Arrange the causes of death in the order of numerical 
importance. Which of them are preventable? 

(8) What is the per cent of natural increase (excess of births 

over deaths) in your county? Compare with 

the 1910 census figures, showing the population increase 
of the county from 1909 to 1910? Conclusions? 

(9) The rank of the county in birth rate? In 

death rate ? 

Are these averages above or below the State averages? 
Why? 

Note: Our new vital statistics law went into effect July 
1, 1913. It will take several years to put it into general 
and reasonably successful operation. Meanwhile the re- 
cords and reports will enable students to do barely more 
than guess at the facts of birth and death in the State; 
or so, such laws in other states considered. 

(1) The number of physicians in your county: 

White ? N egro ? Total ? 

How many belong to any medical association whatsoever? 
The number of midwives: White? Negro? 

Total? 

The number of undertakers: White? Negro? 

Total? 


University oe North Carolina 


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9. Subjects for these or discussions: The New Science of Preven- 
tative Medicine. The Miracle of Modern Sanitation. Public 
Health and Sanitation. Disease Carriers — Human and Animal. 
Needless Deaths in North Carolina. The North Carolina State 
Health Board, and its Work. Louisiana’s Clean-up Campaign. 
Sanitary Food Supplies ; competent, thorough inspection, and 
public reports. The Whole-Time County Health Officer. The 
Community Sanitary Campaigns in Nash, Sampson, Robeson and 
Columbus Counties. The Hookworm Campaign in North Caro- 
lina. The Alamance Hookworm Campaign. Our New Vital 
Statistics Law. 

The Public School and its Relation to Public Health. Things 
that Every Teacher Ought to Know about the Physical Well- 
being of children. The Teacher-Citizen-Patriot. The Medical 
Inspection of School Children, School houses, and School grounds. 
Dr. Washburn’s Score-Card. McNider’s School Health-Clubs. 

The English call our civilization, A Patent Medicine Civiliza- 
tion — is it so? Recreation and Health. Overwork and Worry. 
The Social Diseases; prevalence and social consequences. The 
Black Plague and the White Plague; a study in contrasts. The 
Commonest Cause of Blindness in Children. Midwives; regis- 
tration, regulation. 

The Church in its Relation to Community Health Problems. 
The Priest, the Levite, and the Good Samarian. The Preacher- 
Citizen-Patriot. 

The Negro: a Study in Community Health and Social Hy- 
giene. 

Things about which everybody needs intelligent information: 
(1) Emergencies — the things to do at once; (2) The Common 
Contagious or Infectious Diseases' — their germination periods, 
stages of infection, isolation requirements; (3) Consumption — 
extent, causes of infection, the tragedy of quacks and nostrums; 
(4) Typhoid — causes, vaccination; Diphtheria, Lockjaw, Menin- 
gitis, Hydrophobia, and Modern Serum Treatments; (5) Con- 
sumption and Cancer — Patent Medicines and Quack Doctors; 
(6) Alcohol— its Economic and Social EfYects. 

10. Sources of information. 


38 


Syllabus of Home-County Club Studies 


XV. CHURCH AND SUNDAY SCHOOL PROBLEMS 

Nearly seven-eights of all our people are country dwellers. 

If served and saved, they must be served and saved by the country 
church. 

The country church is not a phase of church work — not merely 
a home mission matter; it is nearly nine-tenths of our entire 
church problem in North Carolina. 

The city is the final challenge to Christianity ; but the country 
church is the recruiting station for the warfare. — The Farm and 
Homestead. 

The life and well-being of the church in the city depends upon 
the life and well-being of the church in the countryside. 

The cities cannot be relied on to furnish the Christian leaders 
of the future. — John R. Mott. 

Five-sixths of the ministers and six-sevenths of the college pro- 
fessors of America were born and reared in the country . — J. O. 
Ashenhurst. 

In most cases the country church is gradually, and in some 
cases swiftly, losing ground. — Warren H. Wilson. 

Over three million white children in the South are outside the 
Sunday Schools. — R. E. Magill. 

1. Submit this outline of Church and Sunday School studies to the 
ministers of your county. They will be able to suggest wise 
amendments, and the addition or omission of certain inquiries. 
The final summaries cover only gross totals, without any re- 
ference whatsoever to individual ministers, churches, or deno- 
minations. The simple, single, sole purpose of these studies is 
to ascertain the exact status of the country church — the abun- 
dant harvest fields around every church center, the fewness of 
the laborers, and our responsibilities to the Lord of the Harvest. 

The ministers of your county can well afford to know as much 
about the people they serve, as the competent, devoted doctor 
seeks to know about the patient he waits upon. When they un- 
derstand your purpose, they will help you with counsel and advice; 
in many instances they will undertake this church survey them- 
selves. 

2. Upon a county map, mark the location of all churches, town 
and country, (i) Mark white and negro churches differently. 

(2) Catalogue the churches, giving the name of the minister serv- 
ing each, and his home post office. A catalogue for each race. 

(1) The number of churches: White? Negro? 

Total? 

(2) Churches located in villages, towns, cities — number? In 
the country? 

(3) Congregations having no church building — number? 

(4) Churches without pastors — number? 


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(5) Churches that are mission charges — number? 

(6) Churches that have gone out of existence within the last 

twenty-five years? Give names, if possible. 

3. Church studies. 

Secure the following information about each church : 

(1) Name? Location? County? Race? 

(2) How old? Does the church own a building? 

(3) Is it a village, town, or city church? or a country church? 

(4) Pastor’s name? Home P. O.? County? 

(5) Does the church own a home for the pastor? How near 

the church? Does he occupy it at present? 

(6) Does the pastor live in the neighborhood? Or 

in the county? Or in another county? 

(7) Is there preaching once a month? Or twice a 

month? Or oftener? 

(8) Number of members at present? 

Gain in membership since 1906: 

By profession of faith? Under 21 years old? 

By letter from other churches? 

Loss by death, removal, or otherwise, since 1906? 

(9) Members who are land and home owners — number? 

(10) Members who are tenants or renters — number? 

(11) Value of church property? 

4. Sunday School studies: 

(1) Does the church have a Sunday School? The 

superintendent’s name and P. O.? 

(2) Number of teachers and officers? 

(3) Number of pupils? 

(4) Total? 

(5) Does it meet every Sunday? For how many 

months of the year? 

5. Union Sunday Schools — note the existence and number of such 
schools; in what churches they meet; the total number of teach- 
ers and pupils? Also the Sunday Schools that exist indepen- 
dently of congregations or churches; where they meet; the num- 
ber of teachers and pupils. 

6. Compare total church membership with the total for the county 
in 1906. (Census of Religious Bodies). Conclusions? 

7. When assembled and interpreted, the answers to these inquiries 
help to determine: 

(1) The number of people in the county who are outside the 
churches. 


40 


Syllabus of Home-County Club Studies 


(2) The number of children of each race, who are outside the 
Sunday School. 

(3) The sections of the county that are under-churched or 
over-churched. 

(4) Whether or not the churches, served by absentee pastors 
with once-a-month sermons, are growing, standing still, 
or dying. 

(5) Whether or not the churches are reaching the landless, 
homeless, restless tenants and their families. 

(6) What effect farm tenancy has upon the country church. 

(7) Why the burden of country church support is so heavy 
upon a few shoulders. And other like important ques- 
tions. 

8. Subjects for theses or discussions: The Status of the Country 
Church. The Country Church and its Relation to the Country- 
Rife Problem. The Country Church and its Relation to Urban 
Civilization. The Cry for Ordained Men in all the Religious 
Bodies and the Response. The Need of Consecrated Laymen. 

Our rural churches are on the decline, in numbers, spiritual 
power and usefulness, says Dr. J. O. Ashenhurst. — Is it so? 
What are the facts in the country-at-large? The causes? The 
consequences ? 

Sixteen hundred churches of two denominations have gone out 
of existence in the South; 1700 in Illinois, and around 750 in 
Missouri, says Dr. Henry Wallace. — What are the facts in 
North Carolina? Where is the country church making progress? 
Where marking time? Where losing ground, dying or dead? The 
causes? The consequences? 

The Field for Church Activities at Home. Church members in 
North Carolina in 1906, numbered 540,674 white, and 283,707 
negro, or 824,385 all told. Nearly 58 per cent of the total popu- 
lation, or 1,235,000 people, were outside the Church. Church mem- 
bership ranged from 18 per cent in one county to 73 per cent in 
another. In five counties more than three-fourths of the people 
were outside the church. — Figures based on the 1906 census of 
Religious Bodies. 

The Field for Sunday School Activities at Home. Sixteen 
hundred and thirty-three churches in North Carolina in 1906 had 
no Sunday Schools; and 222,348 children of school age or nearly 
one-third of them all were outside the Sunday Schools. — Figures 
based on the 1906 census of Religious Bodies. 

Over three million white children in the South are not in 
the Sunday Schools, says R. E. Magill. — What are the facts in 
North Carolina? The causes? The consequences? The rem- 
edies ? 


University of North Carolina 


41 


The Re-directed Country Church ; meaning, necessity, ob- 
stacles, instances. The Absentee-Preacher, who preaches where he 
does not live, and lives where he does not preach. The Once-a- 
Month Sermon. Is the Church Reaching the Tenant Farmer? 
Farm Tenancy and its Effect upon the Country Church. The 
Cityward Drift and the Loss of Rural Leadership; causes, con- 
sequences. Carver’s Religion of Efficiency. Over-Churched 
Communities in North Carolina; the facts, the consequences. 

The Country Church-Home for the Pastor; the facts in North 
Carolina, the consequences. The Country Church and its Mes- 
sage upon Co-operation. The Church and its Message upon Land 
Monopoly. 


XVI. THE FARM HOME 


Civilisation is rooted and grounded in the home-owning, home- 
loving, home-defending instinct. — The Home and Farmstead. 

The farm home has resisted the disintegrating influences of 
modern industrial civilisation better than any other home in 
Christendom. — The Home and Farmstead. 

A great national peril lies in our steadily increasing land- 
less, homeless multitudes. Nearly eleven million families in the 
United States, or 54 % of them all, live in rented dwellings. 

More than one-third of the farmers and three-fifths of the city 
dwellers in the country-at-large are tenants and renters. 

In North Carolina, in the census year, 1 , 136,000 of our people 
were homeless; and 650,000 of them were white people! Two- 
fifths of our farmers and nearly two-thirds of our city dwellers 
were renters. 

In Raleigh and Charlotte the families living in their own homes 
were only 28 % of the total; in Asheville, only 31 %, and in 
Wilmington, only 40 %. The rest zvere tenants — from three- 
fifths to nearly three-fourths of all the families in these cities. 

In general the more densely populated and prosperous a com- 
munity becomes, the fewer are the people who own the homes 
they live in. In five of our large American cities, more than 
four-fifths of the families live in rented homes; in New York City 
as a whole, nearly nine-tenths of them! 

The chances of the landless, homeless man are steadily dwind- 
ling; and therein lies a peril, both for him and the community 
and country in which he lives. — Figures based on The 1910 
Census. 

1. Number of farm dwellings in the county: occupied by white 

families? Negro families? Total? 

2. Number owned by the occupants : 

White ? N egro ? T otal ? 

3. Number with (1) telephones? (2) rural mail deliver- 
ies? (3) daily newspapers? (4) weekly pa- 


42 


Syllabus ob Home-County Club Studies 


pers? (5) popular magazines? (.6) farm jour- 
nals? (7) library books? (8) water pipe sys- 
tem for kitchen? (9) for bath tubs? (10) kit- 
chen sinks with sewage drains? (11) labor-saving laun- 
dry machinery? (12) sewing machines? (13) 

toilet rooms? (14) out-houses for toilet purposes? 

(15) sanitary out-houses? - (16) homes with electric or 

gas lights? (17) pianos and other musical instru- 
ments? (18) with games — chess, checkers and the 

like? (19) gasoline engines or other motor power? 

(20) improved farm utensils? 

4. Give brief account of some farm home having many or most of 
these equipments. 

5. What plays and games are common among the children in and 

around the homes? On the school grounds? 

Make a careful, full catalogue of these games and amusements. 
Is story-telling a common form of amusement? 

Conclusions, on the whole, concerning the comforts, conven- 
iences, luxuries and recreations in the farm homes of your 
county. 

6. Rise in farm-land values, during the last census period? 

Rank? Why above or below the State average, (1417 %) ? 


Causes ? Effects ? 

7. Marriages : 

1910, White? Negro? Total? 

1913, White? Negro? Total? 

Increase % White? Negro? Total? 

8. Divorces : 

1910, White? Negro? Total? 

1913, White? Negro? Total? 

Increase % White? Negro? Total? 


9. Ratio of divorces among farm dwellers to divorces among town 
dwellers? Why the difference? 

10. What events or occasions, regular or occasional, bring the people 

together? Which is the most important? Why? 

11. Vacation study: Select a well defined neighborhood or commun- 
ity center, and make a Country-Home Survey. Blanks therefor 
will be furnished upon application. 

12. Subjects for theses or discussions: The Urbanizing of Country- 
Life: tendencies, advantages, dangers. Native Country-Life In- 
terests and Attractions : qualities and values. Speculative In- 


University oe North Carolina 


43 


terest in the Farm Home : effects. Social Hunger : Does the Farm- 
Home Satisfy it? Culture and Agriculture. Recreation and Re- 
creation. Why the Farm-Home Develops Leadership. The Sta- 
bility and Strength of the Country Home. Ideals for the Country 
Home. The Negro under Country and under City Conditions. 

13. Sources of information. 


THE NORTH CAROLINA CLUB ORGANIZES 

The North Carolina Club was organized on Friday evening, Septem- 
ber 25th, in Gerrard Hall. Prof. E. C. Branson was elected president 
of the Club and Mr. Frank P. Graham secretary. A large and inter- 
ested crowd of students and members of the faculty was present at 
this meeting. 

The North Carolina Club is the central body of the various county 
clubs of the University. It is the forum for various definite discussions 
and fact gatherings as to North Carolina’s economic and social resour- 
ces and needs. It is a pioneer club among American universities, work- 
ing in a field of intense human interest, fingering the mud-sill facts of 
the life of the people of the State. 

Prof. Branson’s idea of “Know Your Own Home County" is spread- 
ing rapidly until soon it will have permeated through the entire stu- 
dent body of the University out into every corner and section of the 
State. 

The steering committee of the club consists of Dr. J. G. de Roulhac 
Hamilton, professor of history; George Eutsler, Greensboro; J. A. 
Capps, Bessemer City; L. Bruce Gunter, Wake County; Francis Brad- 
shaw, Hillsboro. The promotion and publicity committee consists of 
W. P. Fuller, Florida; S. R. Winters, Granville County; Fred R. 
Yoder, Catawba County; Hugh Hester, Granville County. 

Thirteen of the county clubs of the University have already organ- 
ized for this year’s work : Beaufort, Buncombe, Burke, Catawba, 
Cleveland, Gaston, Granville, Iredell, Johnston, Pender, Rowan, Samp- 
son, Wayne. Other county clubs will organize within the next few 
days . — Alumni Review. 








Extension Series Bulletins 


1. A Professional Library for Teachers in Secondary Schools. 

2. Addresses on Education for Use in Declaiming, Essay Writing, 

and Reading. 

3. Extension Lectures for North Carolina Communities. 

4. Correspondence Courses. 

5. The Initiative and Referendum. 

.6. Public Discussion and Debate. 

7. University Extension. 

8. Co-operative Institutions Among the Farmers of Catawba 

County 

9. Syllabus of Home-County Club Studies. 


Copies of these Bulletins will be sent you or your friends if you 
will address the 


BUREAU OF EXTENSION, 

Chapel Hill, N. C. 





OF CONGRESS 










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